Lesson plan in mathematics (grade 4) on the topic: Simultaneous movement along a number line
Educational materials:
- presentation 1 “Mathematical terms” (tables with records of terms);
- envelope with tasks “Trifles” ( middle group);
- use of a computer in drawing up a program of action (strong group);
- sheets with tasks for drawing up a program of action (middle group);
- application interactive whiteboard in the course of updating basic knowledge and explaining new material;
- textbook L.G. Peterson 4th grade;
- book “Winnie the Pooh and his friends”;
- presentation 2 “Family budget” (using a calculator to calculate family income and expenses).
I. Organizational moment
II. Lesson topic message
Good day to all!
Now check it out, my friend.
Are you ready to start the lesson?
Is everything in place, is everything in order,
Is everyone sitting correctly?
Everyone is watching carefully.
We wish everyone good luck -
Good luck to work!
Today in the lesson we will improve computational skills and abilities, remember mathematical terms, and solve problems involving movement along coordinate ray.
III. Updating of reference knowledge
Before we get good grades and solid knowledge, we will train our abilities, knowledge and skills, as athletes do before the start of competitions and performances, in order to achieve good results. Only by training daily, doing physical education, gymnastics, can they win! At the same time, live cheerfully and not get sick.
And our math lesson requires us to train our brain, not to let it fall asleep, since it will be too late to wake it up later.
1. So, let's practice our knowledge of mathematical terms.
(The teacher reads the concept, whoever has the appropriate answer raises the table - presentation No. 1 along the way)
Presentation (sample)
Product of length and width - square.
Small unit of mass – gram.
Large unit of measurement of path - kilometer.
The sum of the lengths of all sides of a polygon is perimeter.
A collection of objects that can be called in one word - a bunch of.
The set of all elements of several sets – Union.
A set consisting of common elements of several sets – intersection.
A quadrilateral with opposite sides equal and right angles rectangle.
2. Well done! Now we can apply this knowledge to solve problems.
(Students take turns working on the interactive whiteboard, the rest on individual boards).
Draw a rectangle whose length is A, and width V. Find the area of the figure. S= a · c
Draw a triangle with sides a, b, c. Find the perimeter.
P= a + b + c
Let us denote with the help of diagrams the set A, consisting of elements A = (a, 1, 5) and B = (b, 4, 5)
Let's write down the intersection of sets.
Let's shade this part in red.
Let us denote sets by U.
A U B = (a, 1, 5, b, 4)
Let us denote the union green. (All figures are drawn on the interactive board)
3. Well done!
Group 1 opens textbooks, No. 7, p. 71 (we will correct mistakes made in the textbook).
And the other group will play “trifles.” Complete these assignments on the sheets and turn in your work.
Working on sheets:
x – 93 = 87 3 t 54 kg = ………. kg
x 60 = 240 5 m 9 cm = ………. cm
450: x = 9 6 m 4 dm =……….. cm
7 km 91 m = ………. m
6 c 32 kg = ………. kg
Physical education minute.
They stood up one after another,
Raise your hands up quickly!
Rise up on your toes,
Stretch well!
Hands to the sides now
We keep our backs straight.
Let's jump once, again.
Stomp once and twice, once and twice
And now we sat down at our desks
And let's continue our lesson.
4. Group 1 occupy the computers.
Group 2 performs similar work only on pieces of paper.
And for the other group, the answer is the word “Piglet”.
IV. Staging educational task. Problem situation
Draw a number line with a unit segment of two cells.
Let us denote the coordinates of the ray.
Carlson flies 2 units in 1 hour. segment. Where will he be in 3 hours? in 4 hours? in how many hours will it reach the point with coordinate 10?
Draw a number line with a unit segment of three cells.
The teacher draws a number line on the interactive board.
Tell me where Winnie the Pooh will be in 3 hours? Problematic situation.
We don’t know where it comes from or how many units there are. it covers the segment in one hour.
V. Formation of new knowledge
4 units pass in one hour. segment and it goes from Owl’s house to Piglet’s house.
How long should the arrow be?
The arrow indicates where the movement started and
the length of the arrow corresponds to the speed of movement.
At what coordinate point will it be after 3 hours? after 5 hours?
VI. Primary consolidation
Work according to the textbook. No. 1. page 69 – frontal work.
VII. Economics Minute
And, every time approaching the end of the lesson, minutes of economics.
Let's visit one family and see how they calculate the family budget.
Let's remember what a budget is?
A budget is a schedule of income and expenses of a state, institution or family for a certain period.
How long do your parents usually expect the family budget to last? (For a month).
Why? (Staging) dad and mom
Presentation No. 2 (sample)
Total: 17,000 rub.
Mother
counts expenses
Com. services - 2000 rub.
Phone - 450 rub.
Meals - 2000 rub.
Clothes - 5000 rub.
Medicines - 750 rub.
Miscellaneous - 1500 rub.
Total: 11,700 rub.
We conclude: In January, income exceeds expenses. This is good?
But if it’s the other way around, then you have to save money.
Then we talk about the budget deficit.
So what is a budget deficit?
The budget deficit is the excess of budget expenditures over its revenues.
You can save on different things, sometimes you buy unnecessary things. It’s not for nothing that the saying goes: “Choose your boots according to the size of your feet.”
(If time permits, we consider the budget of another family - presentation 2 - 1)
VIII. Lesson summary
Homework:
No. 10, p. 72 – 1 group.
No. 4, p. 12 – 2nd group.
Who liked the lesson today?
Don't you think today's lesson was in vain?
Will our acquired knowledge be useful to us in the classroom in the future?
Draw yourself on the step on which you seem to find yourself today.
Ratings for individual work on the sheets and computer a little later.
TOPIC: Simultaneous movement along a coordinate beam
Class : 4 V
Lesson type: a lesson in discovering new knowledge.
Basic goals:
1) to form in students an idea of simultaneous movement along a number line and its types: counter, in opposite directions, after, with removal;
2) train the ability to write formulas for coordinate dependencex moving points over timet ;
3) train the ability to solve word problems using the formula for the dependence of distance on speed and time of movement.
Equipment: textbook, presentation, handouts.
Stages:
1. Motivation to educational activities(1-2 min)
2. Updating knowledge and trial educational action(4-5 min)
3. Identifying the location and cause of the difficulty (3-4 min)
4. Building a project for getting out of a problem (4-6 min)
5. Implementation of the constructed project (5-8 min)
6. Primary consolidation with commenting in external speech (4-5 min)
7. Independent work with self-test against the standard (3-5 min)
8. Inclusion in the knowledge system and repetition (5-8 min)
9. Reflection on learning activities in the lesson (2-3 min)
During the classes
Motivation for learning activities(2 minutes)
Hello guys.
Look at the slide. Read this statement.
“Victory is where there is movement forward”
- Do you agree with this statement?
Why?
You are absolutely right.
Conclusion: The main thing is to move forward towards your goal, and then victory will definitely be your reward.
They get up.
Yes.
Because you must always move. Strive for something and then everything will work out.
Updating knowledge and trial learning activities
(5 minutes)
Guys, what did you work with in previous lessons?
When solving what problems did you use your number beam skills?
Today you will continue to study movement along the number line.
Before you start new topic, what should we do?
What can I offer you for this?
Which?
Right. Each of you has card number 1 on the tables.
Depict the movement of Winnie the Pooh.
The number line shows the pattern of Winnie the Pooh moving towards the honey pot. Your task is to show the movement of Winnie the Pooh.
1) From what point did the movement begin?
2) In what direction and at what speed is the object moving?
3) What happens to the distance?
Now fill out the table.
I'll give you a minute to complete the task.
Pick up a red pencil and check your answers against the standard.
What did you repeat now?
Now take card number 2.
Read the assignment. What's in it
task new?
What is the key word?
(simultaneously)
How would you formulate the topic of our lesson?
Right. The topic of our lesson is “Simultaneous movement along a coordinate beam.”
Complete the task. Takes 2 minutes to complete.
(If possible, prove that objects move this way and how the movement changes)
We worked with a numerical and coordinate beam, learned to find the distance between points, considered the movement of objects on a numerical beam, and learned to write down formulas for the dependence of the coordinates of a point on time.
When solving motion problems.
Review the material covered.
Repetition task.
To repeat.
From a point with coordinate 8.
Right. 4.units.min
It increases
Fill out the diagram.
Self-test against the standard.
Movement along a number line.
Read the task.
It is necessary to depict and describe the movement of two objects.)
Simultaneous movement along a coordinate beam.
Identifying the location and cause of the problem
(4 min)
Who didn't have time to complete the task?
What is your problem?
Please clarify what task you had to complete?
What skills did you use to complete the task?
Where did the problem arise?
Why do you think there is a difficulty?
They raise their hands.
It was necessary to depict the movement of two objects on a number line, after 5 minutes the drawings collided with each other.
It was necessary to depict and describe the movement of two objects on a number line
Ability to describe the movement of objects on a number line
When depicting and describing the movement of two objects on a number line
We do not have a rule for the case when two objects are involved in the movement.
Building a project to get out of a problem
(4 min)
What needs to be done to solve this problem?
What goal will you set for yourself?
What do you think will help you achieve your goals?( Scheme, rules for depicting objects along a numerical line, table)
Choose a rule, a standard.
- Find a way to depict the simultaneous movement of two objects along a coordinate ray and a way to analyze the results obtained.
Knowledge, tables, diagrams, rules.
Fizminutka
(1 min)
There is a lot ahead of us interesting discoveries. But first, let's rest.
They stood up one after another,
Raise your hands up quickly!
Rise up on your toes,
Stretch well!
Hands to the sides now
We keep our backs straight.
Let's jump once, again.
Stomp once and twice, once and twice
And now we sat down at our desks
And let's continue our lesson
Perform the movement.
Implementation of the completed project
(8 min)
Take card number 3.
But before you get started, I suggest you familiarize yourself with and remember the rules for depicting movement.
(standard on the board)
You can begin the task.
Who wants to present the result of their work?
Describe the movement.
1) From what points did the movement begin?
How many minutes later did they meet?( I post a reference diagram of movement towards each other D-8)
-What happens to distance when objects move towards each other?
What can you say about the movement after the meeting and what happened to the distance between Dunno and Button?
Will objects always move closer to each other? Will there always be such a movement?
Now I will ask two students to leave. Stand with your backs to each other. Now you will move away from each other.
What happens to distance?
What is this movement called?
Now there are two more students. One of you goes ahead, and the other catches up with him.
What happened to the distance?
How can you call such a movement?
Whose should be bigger soon?
Now one of you will go in front, the other behind. Your task is not to overtake him.
What happened with the breakup?
Whose speed was greater?
Let's check if we answered the questions correctly. Let's open the textbooks on page 78. Game
"Moving dots"
Read the assignment.
What should be done?
Let's look at the picture under letter a).
How many objects are there on the number line?
From what point did the first object begin to move?
- From what point did the movement of the second object begin?
In what direction and at what speed did it happen?
How did the distance between two moving objects change, and by how much?
At what distance were the objects from each other at a given point in time? (initial distance between objects)
Where and when did this meeting take place?
Now let's fill out the table.
Initial coordinate of point A 2. Points B 22. In 1 minute, how long will it travel? Point A 4. Point B 19.
In 2 minutes?
Now let's write the dependency formula.
How do we find the path traveled?
Let's look at all the other tables.
B)
Objects move in opposite directions at speeds of 6 units/min and 9 units/min.
The first object comes out from point 30, and the other from point 42. At first the distance between them was 12 units.
- Read the rules.
Complete the task.
Anyone who wishes comes to the board.
Dunno starts moving from 0, moves to the right at a speed of 4 units/min, in 1 minute he will be at point 4, in two minutes - 8, in 3 minutes - 12, in 4 minutes - 16, in 5 minutes - 20. Button started moving at point 40, moves to the left at a speed of 6 units/min, in 1 minute it will be at point 34, in two minutes - 28, in 3 minutes - 22, in 4 minutes - 16, in 5 minutes - 10. At the beginning path, the distance between them was 40 units, after 1 minute - 30 units, after 2 minutes - 20 units, after 3 minutes - 10 units, after 4 minutes - 0 units, after 5 minutes - 10 units)
- In 4 minutes.
- The distance decreases.
Dunno and Button began to move in opposite directions, and the distance between them began to increase.)
No.
It is increasing.
Movement in opposite directions.-
It is decreasing.
Moving to catch up.
The second one.
It was increasing.
The speed of the first one was greater.
They are reading.
Depict simultaneous motion.
There are two objects on the number line.
The first object moves from point A with coordinate 2.
From point B with coordinate 22.
The first object moves to the right at a speed of 2 units per minute
The second object moves to the left at a speed of 3 units per minute
The distance between objects decreased. Decreased by the distance traveled.
The initial distance between objects is 20 units.
The meeting took place at coordinate 10.
Fill out the diagram.
Point A will be at coordinate 6 a, B at coordinate 16.
Need speed * time
Primary consolidation with commenting in external speech
(5 minutes)
Using these formulas, you need to draw a numerical ray and show the movement of objects.
A)Ha = 16+4*t(16 original point)
Хв =70-8*t
B) Xk = 30-5*t
Hu =45+6*t
4 units 8 units
A)16 70
8 units 4 units
16 70
6 units 5 units
B)
30 45
6 units 5 units
30 45
They draw a beam and show the movement of objects.
Independent work with self-test according to the standard
(5 minutes)
Now your task is to complete the task yourself.
Using these formulas, depict the movement of objects on a number line.
A) X a= 40- 4x t
X b= 55+5x t
B) X z= 20 +10x t
X y= 66-6x t
How many rays should you get?
Pick up pencils and test yourself against the standard.
A) 4 units 5 units
40 55
5 units 4 units
40 55
40 55
40 55
Listening
Inclusion in the knowledge system and repetition
(7 min)
Let's solve problem number 3 on page 79
Let's read the problem, what do we need to find?
To solve this task what formula will we use?
s = vt .
To answer the question in the problem, you need to know the speed of the car and the speed of the cyclist. To find the speed you need to divide the distance by the time:1) 450: 5 = 90 (km/h) car speed
2) 36: 2 = 18 (km/h) cyclist speed
3) 90: 18 = 5 (times)
Answer: The speed of a car is 5 times the speed of a cyclist.
Summarize. What types of movement have you become familiar with?
With what movement will the distance between objects increase? At what point will it decrease?
- Did you achieve the goal of the lesson?
Speed of car and cyclist, and compare them
- To solve the problem you need to use the motion formula:
s = vt.
Solve the problem
With movement towards, in opposite directions, in pursuit, with lag
The distance will increase when moving in opposite directions, with a lag, and decrease when moving towards and after
They answer.
Reflection on learning activities in the classroom
(2 minutes)
"Fists"
Clench your hands into fists. Now I will read statements to you. If you agree with them, you open your finger; if you disagree, the finger remains in place.
So the first statement
1) The topic of the lesson is clear to me.
2) I achieved the goal of the lesson.
3) I know what types of movement there are
4) I can depict simultaneous movement
5) I can fill out the table based on the picture.
Whoever has all their fingers open, give each other a high five. And those who have other fingers that are not open, don’t be upset. At home you will consolidate your knowledge.
Evaluate their activities in class.
Liya Nasyrova
Mathematics lesson according to the program L. G. Peterson in 4th grade “Simultaneous movement along a coordinate ray”
SUBJECT:
date: 02/09/17
Class: 4 V
Type lesson: lesson discovery of new knowledge.
Basic goals:
1) to form in students an idea of simultaneous movement along the number line and its types: counter, in opposite directions, after, with removal;
2) train the ability to write down dependency formulas x coordinates of moving points versus time t;
3) train the ability to solve word problems using the formula for the dependence of distance on speed and time movement.
Equipment: textbook, presentation, handout material.
Stages:
1. Motivation for learning activities (1-2 min)
2. Updating knowledge and trial learning activities (4-5 min)
3. Identifying the location and cause of the difficulty (3-4 min)
4. Construction of a project for getting out of a difficulty (4-6 min)
5. Implementation of the completed project (5-8 min)
6. Primary consolidation with commenting in external speech (4-5 min)
7. Independent work with self-test according to the standard (3-5 min)
8. Inclusion in the knowledge system and repetition (5-8 min)
9. Reflection on learning activities lesson(2-3 min)
During the classes
Stages Teacher activities Student activities
Motivation for learning activities
(2 minutes) Hello guys. My name is Liya Linarovna. Today I'll give you a math lesson.
Look at the slide. Read this statement.
"Victory is where it is forward movement»
Do you agree with this statement?
You are absolutely right.
Conclusion: The main thing is to move forward towards your goal, and then victory will definitely be your reward.
Because you must always move. Strive for something and then everything will work out.
Updating knowledge and trial learning activities
(5 minutes)- Guys, what did you work with in the past? lessons?
When solving what problems did you use your number beam skills?
Today you will continue studying movement along the number line.
Before starting a new topic, what should we do?
What can I offer you for this?
Right. Each of you has card number 1 on the tables.
Depict winnie the pooh movement.
The number line shows the circuit movement Winnie the Pooh to a pot of honey. Your task is to show Winnie the Pooh movement.
1) From what point did it start? movement?
2) In what direction and at what speed object is moving?
3) What happens to the distance?
Now fill out the table.
I'll give you a minute to complete the task.
Pick up a red pencil and check your answers against the standard.
What did you repeat now?
Now take card number 2.
Read the assignment. What's in it
task new?
What is the key word?
(simultaneously)
How would you formulate the topic of our lesson?
Right. The topic of our lesson« Simultaneous movement along a coordinate beam» .
Complete the task. Takes 2 minutes to complete.
(If possible, prove that the objects move like this, and how it changes movement) We worked with numerical and coordinate beam, learned to find the distance between points, considered movement objects on the number line, learned to write dependence formulas coordinates of a point versus time.
When solving problems on movement.
Repeat completed material.
Repetition task.
To repeat.
From point s coordinate 8.
Right. 4. units min
It increases
Fill out the diagram.
Self-test against the standard.
Movement along the number line.
Read the task.
It is necessary to depict and describe movement of two objects.)
-Simultaneous movement along a coordinate beam.
Identifying the location and cause of the problem
(4 min)- Who didn’t have time to complete the task?
What is your problem?
Please clarify what task you had to complete?
What skills did you use to complete the task?
Where did the problem arise?
Why do you think there is a difficulty?
They raise their hands.
It was necessary to depict movement, after 5 minutes the drawings collide with each other.
It was necessary to depict and describe movement two objects on the number line
Ability to describe movement objects on the number line
When pictured and described movement two objects on the number line
We do not have a rule for the case when movement two objects are involved.
Building a project to get out of a problem
(4 min)- What needs to be done to solve this problem?
What goal will you set for yourself?
What do you think will help you achieve your goals (Diagram, rules for depicting objects by numerical beam, table)
Choose a rule, a standard.
Find image method simultaneous movement of two objects along a coordinate ray and a method for analyzing the results obtained.
Knowledge, tables, diagrams, rules.
Fizminutka
(1 min)-There are many interesting discoveries ahead of us. But first, let's rest.
They stood up one after another,
Raise your hands up quickly!
Rise up on your toes,
Stretch well!
Hands to the sides now
We keep our backs straight.
Let's jump once, again.
Stomp once and twice, once and twice
And now we sat down at our desks
And we will continue our lesson
Execute movement.
Implementation of the completed project
(8 min)-Take card number 3.
But before you get started, I suggest you familiarize yourself with and remember the image rules movement.
(standard on the board)
You can begin the task.
Who wants to present the result of their work?
Describe movement.
1) From what points did it start? movement.
How many minutes later did they meet (I post a support diagram movement towards each other D-8)
What happens to distance when objects moving towards each other?
What can you say about movement after the meeting and what happened to the distance between Dunno and Button?
Will objects always move closer to each other? Will it always be like this movement?
Now I will ask two students to leave. Stand with your backs to each other. Now you will move away from each other.
What happens to distance?
What is this called? movement?
Now there are two more students. One of you goes ahead, and the other catches up with him.
What happened to the distance?
How can you call this movement?
Whose should be bigger soon?
Now one of you will go in front, the other behind. Your task is not to overtake him.
What happened with the breakup?
Whose speed was greater?
Let's check if we answered the questions correctly. Let's open the textbooks on page 78. Game
« Moving dots» .
Read the assignment.
What should be done?
Let's look at the picture under letter a).
How many objects are there on the number line?
From what point did it start? movement of the first object?
From what point did it start? movement of the second object?
In what direction and at what speed did it happen?
How did the distance between the two change? moving objects, and for how long?
How far apart were the objects at a given point in time? (initial distance between objects)
Where and when did this meeting take place?
Now let's fill out the table.
Initial coordinate of point A 2. Points B 22. After 1 minute, how long will it travel? Point A 4. Point B 19.
In 2 minutes?
Now let's write the dependency formula.
How do we find the path traveled?
Let's look at all the other tables.
Objects moving in opposite directions at speeds of 6 units. /min and 9 units. /min.
The first object comes out from point 30, and the other from point 42. At first the distance between them was 12 units.
Read the rules.
Complete the task.
Anyone who wishes comes to the board.
Dunno begins movement from 0, moves to the right at a speed of 4 units. /min, after 1 minute it will be at point 4, after two minutes - 8, after 3 minutes - 12, after 4 minutes - 16, after 5 minutes - 20. Start button movement at point 40, moves to the left at a speed of 6 units/min, in 1 minute it will be at point 34, in two minutes - 28, in 3 minutes - 22, in 4 minutes - 16, in 5 minutes - 10. At the beginning of the journey, the distance between them was 40 units ., after 1 minute – 30 units, after 2 minutes – 20 units, after 3 minutes – 10 units, after 4 minutes – 0 units, after 5 minutes – 10 units)
In 4 minutes.
The distance decreases.
Dunno and Button began to move in opposite directions, and the distance between them began to increase.)
It is increasing.
-Movement in opposite directions. -
It is decreasing.
- Moving to catch up.
The second one.
It was increasing.
The speed of the first one was greater.
Depict simultaneous movement.
There are two objects on the number line.
First object moves from point A with coordinate 2.
From point B from coordinate 22.
First object moves to the right at a speed of 2 units. min
Second object moves to the left at a speed of 3 units. min
The distance between objects decreased. Decreased by the distance traveled.
The initial distance between objects is 20 units.
The meeting took place in coordinate 10.
Fill out the diagram.
Point A will be at coordinate 6 a, V in coordinate 16.
Need speed * time
Primary consolidation with commenting in external speech
(5 minutes)-Using these formulas, you need to draw a number ray and show movement of objects.
A)Ha = 16+4*t (16 original point)
They draw a beam and show movement of objects.
Independent work with self-test according to the standard
(5 minutes)- Now your task is to complete the task yourself.
Using these formulas, depict movement objects on the number line.
A) X a= 40- 4хt
B) Хz= 20 +10хt
How many rays should you get?
Pick up pencils and test yourself against the standard.
A) 4 units 5 units
Inclusion in the knowledge system and repetition
(7 min)- Let’s solve problem number 3 on page 79
Let's read the problem, what do we need to find?
To solve this problem, what formula will we use?
To solve the problem you need to use the formula movement:
Car 450 km 90 5 h
Cyclist 36 km 18 2 h
To answer the question in the problem, you need to know the speed of the car and the speed of the cyclist. To find the speed you need to divide the distance by time:
1) 450 : 5 = 90 (km/h) car speed
2) 36 : 2 = 18 (km/h) cyclist speed
3) 90 : 18 = 5 (once.)
Answer: the speed of the car is 5 times the speed of the cyclist
Summarize. With what types movements you met?
At what movement Will the distance between objects increase? At what point will it decrease?
Have you achieved your goal? lesson?
Speed of car and cyclist, and compare them
To solve the problem you need to use the formula movement:
Solve the problem
WITH movement towards, in opposite directions, after, behind
The distance will increase as movement in opposite directions, with a lag, and decrease - with movement towards and after
They answer.
Reflection of educational activities on lesson
(2 minutes) "Fists"
So the first statement
1)Theme I understand the lesson.
2) I achieved my goal lesson.
3) I know what types there are movements
4) I can portray simultaneous movement
5) I can fill out the table based on the picture.
Whoever has all their fingers open, give each other a high five. And those who have other fingers that are not open, don’t be upset. At home you will consolidate your knowledge.
Evaluate their activities on lesson.
Okay guys. Now open your textbooks to page 69. Let’s read the text “in the frame”( one of the students is reading)
What new, important things did you learn?( The arrow shows where the movement started and in which direction it is happening. The length of the arrow corresponds to the speed of movement, that is, the distance that the object travels per unit time.)
To consolidate our knowledge, let's do task 1 on page 69. Read the task. (One student reads the assignment) Look at the board, in front of you is an action plan with which we will complete this task.( A plan appears on the board: - Determine where Winnie the Pooh, Piglet, Eeyore came from?
-Where and at what speed are they going?
- How long will it take them to go all the way?
- At what point will they be 3 hours after leaving?)
Which one of you is ready to work on your first drawing? (one of the students goes to the board)
Draw the ray as shown in the textbook and mark all the data.( student draws a ray on the board)
Where did Winnie the Pooh come from?( from the point with coordinate (0), i.e. from the beginning of the ray)
goes to the right to the potty, 8 units per hour)
56:8=7 hours)
At what point will he be 3 hours after leaving?( at point 24)
Well done, we figured out the first drawing.
Let's work with the second drawing. Who will go to the board?
Where did Piglet come from?( Piglet left point 45)
Where and at what speed is it going?( moves to the beginning of the beam, where his house is located, at a speed of 5 units. in 1 hour.)
How long did it take him will pass all path?( He will cover the entire route in 9 hours.)
Where will he be in 3 hours?( In 3 hours Piglet will be at point 30.)
Well done, now we are working on the third drawing. Who will come to the board?( 3rd student comes out)
Where did Eeyore come from?( Eeyore left point 20)
Where and at what speed is it going? ( moves along the number beam to the right at a speed of 10 units. in 1 hour.)
How long will it take him to go all the way?( He will cover the entire route in 6 hours.)
Where will he be in three hours? (In 3 hours, Eeyore will be at point 50.)
We continue to work further. I suggest you work in rows. Open the textbooks on page 70 and read task 2. Complete this task yourself in rows, 1st row completes the task under the letter a, 2nd row completes the task under the letter b, 3rd row completes the letter c. Get to work, I give you 5 minutes for this task.
Look at the board and compare your solution with the standard. Row 1, check your solution.( children compare with the standard)
There are mistakes?
Where is the mistake?
Correct the mistakes.
Row 2, check your solution. (children compare with the standard)
There are mistakes?
Where is the mistake?
Correct the mistakes.
Row 3, check your solution.( children compare with the standard)
There are mistakes?
Where is the mistake?
Correct the mistakes.
Look at task 4 on page 71. Let's do task a) together, read the task to yourself. Who will go to the board?( one of the students comes to the board)
What formula describes the movement of point B? (x=4+ 3*t)
From what point of the beam did the movement begin?( from point 4)
In what direction did it happen?( towards the right)
At what speed? (3 units per hour)
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